Hospitality Research: Educators' Perceptions

Journal of Hospitality & Tourism Education

ISSN: 1096-3758 (Print) 2325-6540 (Online) Journal homepage: http://www.tandfonline.com/loi/uhat20

Hospitality Research: Educators' Perceptions Cihan Cobanoglu & Partrick J. Moreo To cite this article: Cihan Cobanoglu & Partrick J. Moreo (2001) Hospitality Research: Educators' Perceptions, Journal of Hospitality & Tourism Education, 13:5, 9-20, DOI: 10.1080/10963758.2001.10696710 To link to this article: http://dx.doi.org/10.1080/10963758.2001.10696710

Published online: 24 May 2013.

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Hospitality Research: Educators’ Perceptions

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by Cihan Cobanoglu and Partrick J. Moreo

managers can better understand both short-term changes in the market and longterm trends, thus assisting business in improving and

I

ntroduction As the way we do planning,

developing product and service quality, enhancing

conducted

the effectiveness of operations, and increasing

in 1984 revealed

satisfaction for both external and internal guests.

information that those concerns received little or no research

Hospitality programs in the United States are

marketing, product and service

producing extensive amounts of research every year

development changes and

(Eder & Umbreit, 1988). The majority of the hospi-

becomes more complex, research

tality research is problem-oriented research (or

plays a critical role in providing

applied research) (Taylor & Edgar, 1996).

attention. (Schaffer, 1984). Hospitality faculty addressed this problem as the lack of communication between researchers and industry professionals.

needed information for decisionmaking (Sheldon, Liu & Gee,

Problem Statement

1987). With the help of research,

Eder and Umbreit (1988) suggested “research published may not be addressing the ongoing

Cihan Cobanoglu, Ph.D., CHTP is an assistant professor in Hotel, Restaurant and Institutional Management at the University of Delaware in Newark, Delaware. Patrick J. Moreo, Ed.D., CHA is a professor and director of the School of Hotel and Restaurant Administration at Oklahoma State University in Stillwater, Oklahoma.

concerns of the industry.” (p. 55). In 1976, hospitality professionals in the annual conference for the Society for the Advancement of Food Service Research identified the major issues facing the industry as energy, personnel management, industry organization and standards, and food production (Eder & Umbreit, 1988). Given this fact, a study

Journal of Hospitality &Tourism Education

Purpose and Objective The purpose of this study is to determine the perceived benefits and utilization of hospitality research by hospitality educators and the extent to which the educators and industry professionals utilize this research in their organizations. In addition, this study is to examine current

9

practices of university research in

Literature Review

consumer behavior, economic

hospitality as it relates to industry

The hospitality industry is one of the fastest growing

analysis) are relatively suitable

needs.

industries in the United States. Rapid growth in this

fields where there is potential

dynamic industry creates many challenges and

for the development of a

problems to be addressed and plans of action to be

cumulative knowledge base.”

considered. Therefore, the need for academic

(Eder & Umbreit, 1988, p. 55).

The objective of this study is to suggest a system that would support hospitality research in universities while utilizing this research in practical applications.

Research Questions 1.

What are the reasons for conducting hospitality


research? 2.

What is the perceived definition of “research” by hospital-

research in hospitality administration is great (Eder & Umbreit, 1988; Khan & Olsen, 1988). Webster’s Revised Unabridged Dictionary defines research as “Diligent inquiry or examination in seeking facts or principles; laborious or continued search after truth; as, researches of human wisdom.” (1999). Khan and

4.

5.

6.

categories: basic research, applied research, and developmental research (Khan & Olsen, 1988). Basic Research: Original investi-

ing critical inquiry and examination aimed at the

gation for the advancement of

discovery and interpretation of new knowledge”(p.

scientific knowledge that does not

51).

have a specific commercial objective (Khan & Olsen, 1988).

What are the most important

The main objective of research is to lead to new

research topics in hospitality

knowledge by testing theories regarding the rela-

Applied Research: Investigations

industry?

tionships or fundamental principles of the discipline

that are directed toward the

To what extent is hospitality

against actual observations. The findings of the

discovery of new scientific knowl-

research applicable to the

research are disseminated in research journals or

edge that has specific commercial

industry needs?

other literature supporting the discipline reaching

objectives in regard to products or

What are some effective ways

scholars, teachers and practitioners (Khan & Olsen,

services (Khan & Olsen, 1988).

of disseminating hospitality

1988). One of the most important components of

research?

research is to interpret results so that others can

Developmental Research:

What are some ways to

understand and utilize it to their best advantage.

Technical activities of a non-routine nature concerned with translating

improve communication

7.

classified research into three

Olsen (1988) defined research as “any study involv-

ity educators? 3.

The National Research Foundation

between hospitality faculty

Hospitality Research

research findings or other scientific

and industry professionals?

Hospitality management is a field that is differentiated

knowledge into products or

What is the perception of

by the characteristics of customer-demand balance

processes (Khan & Olsen, 1988).

“peer-review” process by

rather than product or service technology (Eder &

educators?

Umbreit, 1988). The industry adjusts to the complex and changing trends of food and lodging customers.

Jones (1996) suggested that research plays a critical role on how a company will succeed in the

Limitations and Assumptions

This fast change brings the need for more empirical

It was assumed that respondents

research. However, the industry meets the need for

completed the questionnaire

research from consulting sources, not necessarily from

objectively, from a professional

academia. The publications from these consulting

perspective and that each

efforts are usually problem-oriented and do not apply

respondent’s perception of

to broad segments of the industry. Another problem

hospitality research was related

with this is the perishability of the research and

primarily to the position that he/

knowledge (Eder & Umbreit, 1988). Since the industry

she occupied in the university.

is growing very fast and conducting research takes

This study employed a mixed

long time for academia, the research findings may be

For the immediate needs of the

mode methodology where survey

invalid by the time the research findings are dissemi-

industry, applied research seems to

data was collected by mail, fax

nated. Eder and Umbreit (1988) observed that:

be the most useful research type.

and web based form. It is assumed that different data collection techniques did not affect the

“perishability of knowledge is a problem in the field. People issues (e.g. personnel management,

future due to the fact that research leads companies to totally new ideas that are turned into successful products and services. Only about 10 to 20 percent of the hospitality organizations have a research and development department (Jones, 1996).

By the same token, applied research is the most perishable research. Therefore, it needs to be

responses. 10

Volume 13, Number 5

conducted on a continuous basis.

investigative and more diverse than cumulative (Eder

(Khan & Olsen, 1988). Such

Malley (1997) suggested that the

& Umbreit, 1988).

cooperation has been a common practice for decades in such fields

hotel industry should support universities to help produce

Utilization of Hospitality Research

as engineering and agriculture (Bas,

analysis of empirical data (applied

Hospitality faculties are producing extensive amounts

1998, Personal Communication;

research) that could be used in

of research as the industry grows and the need for

Polat, 1997, Personal Communica-

shaping legislative policy making

research increases (Leslie, 1995; Khan & Olsen, 1988).

tion). In the hospitality industry,

efforts. Data coming from univer-

Both the industry and educational institutions should

such cooperation has been limited

sities is more credible since

utilize research findings in their operations. However,

to individual consultation by

universities represent a neutral

there is a need to increase the cooperative efforts

selected researchers connected

voice and academicians are

between hospitality researchers and industry profes-

with various firms and industry

thought to be independent in

sionals to produce the mutual benefits of improving the

associations. Industry professionals

speaking their minds. However, in


the field of hospitality research,

industry and enhancing institutions’ credibility

use other disciplines’ data in relation to their operations

there is more descriptive

(Khan & Olsen,

research than empirical,

1988).

more conceptual than


11

Dittman (1995) suggested that

Questionnaire Development

Institution Education (CHRIE)

hospitality educators should

In order to learn more about the utilization and

members that belong to four and

conduct research that is aimed to

benefits of the hospitality research, a focus group

more year institutions. The sample

future management practices and

interview was conducted. The focus group included

size was 505 members as it was

challenges to be successful in the

members from hospitality educators, administrators

obtained from online CHRIE

21st century. However, research

and hospitality professionals. The purpose of this

directory in April 2000.

should be shared not only with

interview was to identify the role of hospitality

students but also with the indus-

research and the expectations of educators from

try as a whole. Some ways of

industry professionals as well as expectations of

sharing research findings include

industry professionals from hospitality educators.

presenting in industry sympo-

Major topics included, but were not limited to, the

siums, publishing in trade journals

definition of research, current research topics, and

and local and national associa-

dissemination of hospitality research findings.

methodology where the survey instruments were disseminated by mail, fax, and e-mail/web-based forms. Researchers have started to use mixed-mode surveys that employed telephone, mail, fax,

tions’ publications.


This study employed mixed mode

In addition to the focus group interview, a pilot

and e-mail methods altogether or

Utilization By Educators:

study was conducted. The sample used in this pilot

in different combinations.

In Khan and Olsen’s study (1988),

study was composed of hospitality industry profes-

(Dillman & Tarnai, 1988; Beck,

ninety percent of the educators

sionals and hospitality educators who attended the

1996; Dillman, 1999). Research

indicated that research was

80th National Restaurant Association (NRA) Show in

on mixed-mode surveys has

extremely important in tenure and

Chicago, IL. (N=11). The respondents were selected

suggested that employing more

promotion decisions at their

from people who visited the Oklahoma State Univer-

than one method for collecting

institutions. The other reasons

sity booth or worked at other exhibitor booths at the

survey data is acceptable and

reported were interest and

show. Seven educators and four industry profession-

usually yields a higher response

challenge, professional growth,

als were interviewed. The purpose of this pilot study

rate. The main reason why one

promotion, satisfying industry

was identical to the purpose of focus group inter-

may want to use a mixed-mode

needs, additional income, prestige

view as explained above.

method for surveys is that the

and honor, and salary increase.

developing technologies may not A self-administered questionnaire was then created

Educators use existing research to

from the information obtained from the literature

do more research, keep up with

review, focus group interview and pilot study. Further-

the industry and they use research

more, a final pilot study of this questionnaire was

findings as lecture material.

conducted among twenty-one hospitality faculty and graduate students to test the efficacy and clarity of

Methodology

the questionnaire. Revisions of the questionnaire were

Planning and development for this

made based on the recommendations of the group.

research study began in the spring of 2000. During that time a review of literature was conducted, data collection procedures were determined, a focus group was conducted, a survey instrument was formulated and pilot tested, and data analysis techniques were selected. The objective of this study is to suggest a system that would support hospitality research in universities while utilizing this research in practical applications. The research design employed in this study was a mixed mode survey. 12

be available to all members of a population, therefore, eliminating the chance for being selected. With the development of the Internet, the biggest concern for using e-mail or web-based surveys is that not all members of the population have access to email

The first part of this questionnaire listed six defini-

and to the World Wide Web (Web)

tions obtained from the literature review and asked

(Dillman, 1999).

respondents to rate their level of agreement with these definitions based on their perceptions. The second section listed twenty-five statements about hospitality research and asked respondents to input their level of agreement. The third section was about demographic information. Finally, the last section of the questionnaire listed eight open-ended questions about hospitality research.

Population and Questionnaire Distribution The sample used in this study was a census of the

Dillman(1999) claimed that the level of technology reached today has made it impossible for most groups of populations to be reached by only one mode. Within each group, there are people who can be reached by mail, telephone, fax, personal visit, or e-mail. The major potential problem with using mixedmode surveys for the same

International Council on Hotel, Restaurant, and

Volume 13, Number 5

Figure 1:

population is defined as the measurement differences between

Components of Data Analysis: Interactive Model (Huberman & Miles, 1994)

modes (de Leeuw, 1992; Schwarz, Hippler & Noelle-Neumann, 1992; Dillman, 1999). This

Data Collection

difference may even result in different analytical conclusions

Data Display

and recommendations. Dillman

Data Reduction

(1999) suggested that there are four main reasons for differences between different modes: social desirability, acquiescence, ques-

Conclusions: Drawing / verifying

tion order effects, and primary/


recency effects. This potential problem may be prevented if not

obtained from the questionnaires were tabulated

beverage management with

completely eliminated with

using frequency tables, means, and percentages.

18.3%.

applying a unimode design which

Chi-square, independent and paired t-test, and

focuses on writing and presenting

analysis of variance tests were used to identify the

questions in a way that assures

significant differences among different ranks of

receipt by respondents of a

hospitality educators. The data obtained from the

common mental stimulus

qualitative part of the instrument were analyzed

(Dillman, 1999). The survey

using Interactive Model (Miles & Huberman, 1994)

instruments for mail, fax and web

(See Figure 1).

form were created exactly in the same format to minimize this

Results and Discussion

effect. Using the Dillman (1999) method, two survey mailings along with reminders were sent out to the sample. In web form mode, the online link to the questionnaire on the web was included in all reminders. The number of undeliverable surveys was 26. The number of usable surveys returned was 202, yielding a 40.0% response rate.

Respondent demographics Demographic data is reported in Table 1. This table includes socio-economic characteristics such as gender, age, education, experience in education and hospitality industry, and position. There were 202 hospitality educator respondents to the survey. Fiftysix percent of the respondents were male, 32.7 % were female, and 10.9 % did not provide gender information. Almost half of the respondents (49.0 %) were between the ages of 46 and 55. The majority of them had a doctorate degree (71.3 %) while 21.3 % had Masters degrees. Sixty-six percent of the sample

Data Analysis The data collected from the quantitative part of the instrument were entered into the computer using Microsoft Excel

had more than 10 years experience in education while 58.9 % of them had more than 10 years experience in hospitality industry. Eighty-seven percent of the respondents conduct research on a regular basis (see Table 1).

from Microsoft Corporation for

Table 2 shows the specialty of the respondents

statistical analysis (MS Excel,

within hospitality industry as reported. The most

1997). The data were then

frequently reported specialty was food and beverage

analyzed using the Statistical

management (25.7 %). Lodging followed food and

Package for Social Sciences. Data


Table 3 shows the number of publications that respondents have access to and read on a regular basis. Respondents had access to and read 5.16 industry magazines and 3.58 academic journals on average.

Research Question #1: What are the reasons for conducting hospitality research? Table 4 shows the frequencies of reasons why respondents conduct research. New knowledge was the most frequently reported reason (77.7 %). Almost 70 % of the respondents reported “interest” as the reason for conducting research. Sixty percent reported tenure and promotional requirements while 58.9 % conducted research to use in lectures (see Table 4). Further analysis of Table 4 reveals that for assistant and associate professors, “Tenure and Promotion” is the primary reason for doing research (Chi Square=43.997). Also, one of the open-ended questions dealt with the reasons for conducting research. One of

13

to the second research question. Table 5 shows the research

Table 1.

definitions and means along with

Demographic Data Gender

F

%

Age

the standard deviations. F

%

Male ............................ 114 ............. 56.4

25-35 .................. 12 .......... 5.9

Female ........................... 66 ............. 32.7

36-45 .................. 51 ........ 25.2

Missing .......................... 22 ............. 10.9

46-55 .................. 99 ........ 49.0

.............................................................

Above 55 ............ 39 ........ 19.3

Education

Missing ................. 1 .......... 0.5


2-year college .................. 2 ............... 1.0 4-year college .................. 7 ............... 3.5

Position

Master Degree .............. 43 ............. 21.3

Instructor ............ 14 .......... 6.9

Doctorate Degree ....... 144 ............. 71.3

Asst. Professor .... 58 ........ 28.7

Other* .............................. 2 ............... 1.0

Assoc. Professor . 62 ........ 30.7

Missing ............................. 4 ............... 2.0

Professor ............. 45 ........ 22.3

* Other consisted of All but dissertation, JD, MBA

Other .................... 4 .......... 2.0

.............................................................

Missing ............... 19 .......... 9.4

Duration in current institution

All research definitions were noted at “somewhat agreed” or above. The highest mean (M=4.03) belonged to first definition in Table 5: “Investigation of long term trends in the industry.” The lowest mean for a definition of research was “Organizing the current news and events into useful context and format” (M=3.07).

Research Question # 3: What are the most important research topics in hospitality industry?

Less than 1 year ............ 16 ............... 7.9

Experience in hospitality

1-2 years ....................... 27 ............. 13.4

education

3-5 years ....................... 40 ............. 19.8

Less than 1 year ... 2 .......... 1.0

6-10 years ..................... 48 ............. 23.8

1-2 years’ ............. 6 .......... 3.0

More than 10 years ...... 68 ............. 33.7

3-5 years’ ........... 16 .......... 7.9

Missing ............................. 3 ............... 1.5

6-10 years’ ......... 41 ........ 20.3

The top three important research

.............................................................

More than

topics were human resources/

Hospitality industry experience .. Less than 1 year ............... 5 ............... 2.5

10 years .......... 135 ........ 66.8 Missing ................. 2 .......... 1.0

1-2 years ....................... 10 ............... 5.0

All research topics submitted by respondents were content analyzed and a frequency table was generated as seen in Table 6.

employee turnover issues, technology and the Internet, and customer service, retention and

3-5 years ....................... 32 ............. 15.8

Do you conduct research?

6-10 years ..................... 34 ............. 16.8

Yes .................... 176 ........ 87.1

More than 10 years .... 119 ............. 58.9

No ...................... 24 ........ 11.9

Missing ............................. 2 ............... 1.0

Missing ................. 2 .......... 1.0

N=202

behavior.

Research Question #4: To what extent is hospitality research applicable to the industry needs? The answer to this question was obtained from statements in the second section of the questionnaire

the respondents said, “The type

would not be considered a viable candidate without

and an open-ended question in the

of research conducted at universi-

publications.”

industry.” Another respondent

Research Question #2: What is the perceived definition of “research” by hospitality educators?

fourth section of the survey. Table 7

ties is focused on tenure and not

said, “I think mostly my peers use

The first section of the questionnaire listed six

hospitality educators, hospitality

it to further their careers. I know

definitions of research obtained from the review of

research is addressing industry

that if I want my career to

literature and asked respondents their level of

problems (Statement #1; M=3.29).

flourish, I must publish. If I

agreement with these definitions to find an answer

Also, they “somewhat agree”

problems or solutions in the

shows all the statements about hospitality research with means and standard deviations. According to

wanted to change my jobs, I

14

Volume 13, Number 5

analysis of the data suggested the

Research Question #6: What are some ways to improve communication between hospitality faculty and industry professionals?

pattern that educators think that

Table 9 shows the results of the

industry professionals will use the

analysis of the open-ended

hospitality research on the

question that suggested a compre-

condition that it appeals to them

hensive list of ways to improve

and presented in plain language

communication between hospital-

in commonly and easily acces-

ity faculty and industry.

reported that industry professionals use hospitality research to

Table 2:

keep current, improve service,

Respondent Specialty F*

and for commercial gain. Content %

Food & Beverage Management ...................... 52 ............. 25.7 Lodging ................................. 37 ............. 18.3 Marketing .............................. 25 ............. 12.3 Human Resources ................. 17 ................ 8.4 Tourism & Travel ................... 16 ................ 7.9 Information technology ........ 16 ................ 7.9


Accounting/ Finance ............. 12 ................ 5.9 Meetings & Conventions ........ 9 ................ 4.4 Management ........................... 8 ................ 3.9 Gaming ................................... 8 ................ 3.9 Hospitality Education .............. 7 ................ 3.4 Cost Control ........................... 5 ................ 2.4 Operations Management/ Leadership ........................... 5 ................ 2.4 Customer Service/Behavior .... 3 ................ 1.4 Hospitality Law ....................... 2 ................ 0.9 Layout/ Design ........................ 2 ................ 0.9 Franchising .............................. 1 ................ 0.4 * Frequency: more than single specializations have been reported N=202

sible media.

Research Question #5: What are some effective ways of disseminating hospitality research? Data in Tables 7 and 8 seem to suggest that the Internet is emerging as a possible venue in this area. Interestingly, trade magazines had a higher frequency than academic journals contrary to what appeared in Table 7. Content analysis of the open-ended question “In your opinion, what are the most effective ways of disseminating hospitality research findings?” revealed a diverse list as seen in Table 8. Respondents, in the open-ended question, suggested

(M=3.12) with the statement # 5 in Table 7 (The

that the Internet would be the

research findings I read are applicable to the industry).

most effective way of disseminat-

The interplay between academic peer-reviewed and

ing hospitality research findings

industry publications is interesting. The means on

(62.1%), followed by the trade

statements 15, 20, 21, and 22 support that educators

magazines (45.9%).

The analysis of this open-ended question suggested the pattern that hospitality researchers themselves are responsible for communicating with industry professionals by pursuing techniques presented in Table 8. However, there were some respondents who said responsibility belongs to the industry professionals in communicating with the hospitality researchers. One respondent commented: “...my experience and observation tells me that most of the responsibility would better be set on the shoulders of the industry professionals. As academics, we can’t make them want to learn and develop. They must posses their own desire to grow professionally... for example in the medical sciences, no one expects the academic researchers to have to sell and “sugar coat” their research findings. Medical

think both are important. Content analysis of the open-ended question “Why and how do you think hospitality industry professionals use academic research?” revealed that 62.6 percent of the respondents thought that industry

Table 3:

Publication Access

professionals do not use academic research. One of the respondents wrote that “a lot of hospitality

Mean

professionals use academic research as an intellectual

Std. Deviation

dust collector: they are proud to have a series of

Industry magazine ............................... 5.11 ................... 3.4431

Cornell Quarterly on their shelf because it makes

Academic journals ................................ 3.49 ................... 2.1323

them look smart, but they may rarely bother to open the journal.” On the other hand, some respondents


N=202

15

Table 4:

The Reasons Why Respondents Conduct Research Instructor Reason

Assistant

Associate

Professor

Professor

N=14 F

N=58 %

F

ChiProfessor

N=62 %

F

Total

N=45 %

F

Square

N=202

%

F

Value %

New Knowledge ................... 8 ....... 5.6 ........ 47 ....... 33.1 ....... 46 ....... 32.4 ..... 41 ...... 28.9 ..... 142 ......... 70.3 ....... 9.112* Interest .................................. 9 ....... 7.0 ........ 48 ....... 37.5 ....... 38 ....... 29.7 ..... 33 ...... 25.8 ..... 128 ......... 63.3 ........ 7.212 Tenure & Promotion ............. 5 ....... 4.4 ........ 50 ....... 43.9 ....... 46 ....... 40.4 ..... 13 ...... 11.4 ..... 114 ......... 56.4 ..... 43.997*


Lecture Material ................... 11 .... 10.0 ........ 30 ....... 27.3 ....... 40 ....... 36.4 ..... 29 ...... 26.4 ..... 110 ......... 54.4 ........ 4.465 Industry Knowledge .............. 7 ....... 7.2 ........ 29 ....... 29.9 ....... 36 ....... 37.1 ..... 25 ...... 25.8 ....... 97 ......... 48.0 ........ 0.754 Business ................................. 8 ..... 18.6 ........ 13 ....... 30.2 ....... 11 ....... 25.6 ..... 11 ...... 25.6 ....... 43 ......... 21.2 ....... 9.841* Company Knowledge ........... 6 ..... 20.7 .......... 8 ....... 27.6 ......... 4 ....... 13.8 ..... 11 ...... 37.9 ....... 29 ......... 14.3 ..... 14.168* *: Significant at .05 level

professionals understand that it is

profession and hopefully it interests them intrinsi-

professors think that peer-

their obligation to keep abreast of

cally.”

reviewed research should be a requirement for tenure while the

the latest findings. Therefore, it is

levels agreement for instructors,

academic with interesting re-

Research Question #7: What is the perception of “peer-review” process by educators?

search. I know it’s not a message

Analysis of data in Table 7 suggested that educators

than professors (see statement 22

they want to hear, and they

do not see peer-review process as a guarantee of the

in Table 7).

believe that they are very busy

quality of papers published in refereed journals (see

people but they choose their

statement 16 in Table 7). On the contrary, full

the industry professionals who should be approaching the

assistant professors, and associate professors are significantly less

Analysis of the open-ended

Table 5:

Research Definitions Mean*

Std. Deviation

1. Investigation of long-term trends in the industry .................................................................... 3.50 .................... 1.15 2. Investigations that are directed toward the discovery of new scientific knowledge that has specific commercial objectives with respect to products or processes ............................................................................................................................... 3.81 .................... 0.95 3. Investigation of (operational) marketing data and analysis ..................................................... 3.44 .................... 0.92 4. Original investigation for the advancement of scientific knowledge that does not have a specific commercial objective ........................................................................ 3.71 .................... 0.83 5. Technical activities of a non-routine nature concerned with translating research findings or other scientific knowledge into products or processes ........................... 4.03 .................... 0.80 6. Organizing the current news and events into useful context and format ............................... 3.07 .................... 1.20 N= 202

16

Volume 13, Number 5

question revealed several issues related to peer-review process. A respondent commented on the

Table 6:

Most Important Research Topics by Hospitality Educators

process time for research articles


to be published: “...the process

Topic

Frequency

%

takes way too long. It should not

Human Resource / Employee Issues/Turnover ................... 128 ...................... 63.37

take six months to one year or

Technology & Internet ......................................................... 60 ...................... 29.70

more for an article to see the light

Customer Service/ Retention/ Behavior ............................... 35 ...................... 17.33

of day. Most of it is due to lack of

Organization/Management .................................................. 31 ...................... 15.35

commitment by the reviewers. If I

Marketing .............................................................................. 29 ...................... 14.36

was an editor, I would insist on

Accounting/Finance .............................................................. 24 ...................... 11.88

timely reviews or remove the

Hospitality Education ............................................................ 18 ........................ 8.91

person from the editorial board.”

Future Trends ........................................................................ 17 ........................ 8.42

Another respondent suggested to

Service ................................................................................... 17 ........................ 8.42

be able to communicate with the

Diversity & Leadership .......................................................... 12 ........................ 5.94

reviewers after the paper has been

Quality & TQM ....................................................................... 9 ........................ 4.46

reviewed to facilitate the rewrite

Hospitality Operations ............................................................ 8 ........................ 3.96

process and said “...I have found

Food Nutrition ........................................................................ 7 ........................ 3.47

it very difficult to accommodate

Forecasting/Yield Management/ Pricing ................................ 7 ........................ 3.47

reviewer’s comments because

Globalization ........................................................................... 6 ........................ 2.97

they are so cryptic, and in one

Economic Development ......................................................... 5 ........................ 2.48

case I strongly felt that the

Environmental Issues .............................................................. 4 ........................ 1.98

reviewer hadn’t even read the

Productivity ............................................................................. 4 ........................ 1.98

paper, they were so far off from

Tourism/Travel ........................................................................ 4 ........................ 1.98

what I’d written. Peer-review

Distance Learning ................................................................... 3 ........................ 1.49

should include having the paper

Food Safety/Sanitation ........................................................... 3 ........................ 1.49

reviewed by someone familiar

Internship ................................................................................ 3 ........................ 1.49

with your research, not just the

Entrepreneurship .................................................................... 2 ....................... 0.99

journal editor’s drinking buddies.”

Hospitality Law ....................................................................... 2 ........................ 0.99 Purchasing .............................................................................. 1 ........................ 0.50

Conclusions and Recommendations

Meeting Planning ................................................................... 1 ........................ 0.50

Based on the findings of this

Energy ..................................................................................... 1 ........................ 0.50

study, the following conclusions

Ethics ....................................................................................... 1 ........................ 0.50

are made:

Gaming ................................................................................... 1 ........................ 0.50

Elderly ..................................................................................... 1 ........................ 0.50

Public Policy ............................................................................ 1 ........................ 0.50 1.

Although hospitality educa-

Security ................................................................................... 1 ........................ 0.50

tors agree that hospitality

Acceptance by other professionals ......................................... 1 ........................ 0.50

research addresses industry

Product Development ............................................................. 1 ........................ 0.50

problems and is used by hospitality professionals, the

N=202

analysis of the open-ended questions suggests that hospitality educators do not sincerely believe that hospitality professionals use hospitality research because the research findings are not

are not in plain and understandable language. In

2.

The number of hospitality

addition, hospitality educators indicated that

journals and magazines is

because of length of the peer-review process,

increasing every year. This

research findings become less useful by the time

makes reading hospitality

they are disseminated.

journals and magazines very

easily accessible to them and


17

Table 7:

Statements on Research Applicability

Instructor M 1. 2. 3. 4.

5.


6. 7. 8. 9. 10.

11. 12. 13.

14.

15. 16. 17.

18. 19.

20. 21.

22. 23.

24.

25.

SD

Hospitality research is addressing industry problems ....... 3.42 .... 0.75 ........ Academic research is necessary for hospitality faculty to remain current ............................. 3.14 .... 1.16 ........ Hospitality faculty conduct research mainly for tenure and promotion purposes .................. 4.07 .... 0.99 ........ Hospitality faculty should continuously contact industry professionals to find about current research problems ................................... 4.42 .... 1.01 ........ The research findings I read are applicable to the industry .............................................. 3.28 .... 0.72 ........ I use hospitality research findings in my own work ......... 3.50 .... 1.16 ........ Industry magazines are more useful than academic journals ........................................ 3.42 .... 1.22 ........ Academic journal language is too hard for industry professionals to understand ....................... 3.07 .... 0.91 ........ I don’t have enough time to read all industry magazines .................................................... 3.71 .... 1.06 ........ Industry shows and exhibitions are a better way to learn about the latest trends than industry magazines ..................................... 2.92 .... 0.82 ........ Research findings, to be taken seriously, should be published only in academic journals ............ 1.85 .... 0.53 ........ Hospitality faculty should intern with the industry to understand the industry problems better ................. 4.21 .... 0.97 ........ Hospitality faculty should publish academic articles in trade magazines in “common” understandable language ....................... 4.42 .... 0.51 ........ Local professional associations can be utilized as an exchange place between academia and industry professionals ............................. 4.50 .... 0.65 ........ Industry magazine publications should be given credit for tenure and promotion .................... 3.85 .... 0.53 ........ “Peer-reviewed” guarantees the quality of research ...... 2.57 .... 0.75 ........ Industry magazine publications cannot be compared to journal publications in terms of credit for tenure and promotion ..................... 2.21 .... 0.57 ........ Hospitality faculty should use trend analysis to select research topics ................................... 2.92 .... 0.61 ........ By the time an article is published in an academic journal, the topic may be too old to be interest of the industry ................................... 3.14 .... 0.77 ........ The Internet will be the most effective medium for dissemination of research findings ............ 3.42 .... 0.64 ........ The tenure and promotion process should credit research articles published in editor-reviewed industry and trade publications, even though they are not published in a research journal ................. 3.85 .... 0.66 ........ Peer-reviewed research should be a requirement for tenure and promotion ...................... 3.00 .... 0.87 ........ Research findings, to be taken seriously, should be published in academic journals as well as the industry and trade publications .............. 3.64 .... 0.49 ........ Industry shows and exhibitions are a better way to learn about the latest trends than academic journals ....................................... 3.57 .... 0.85 ........ Research findings should be reviewed by other experts for acceptability before publishing in industry publications ............................... 3.42 .... 0.85 ........

Assistant

Associate

Professor

Professor

M

SD

M

SD

Professor M

SD

Total M*

SD

3.50 .... 0.86 ........ 3.25 .... 0.88 ........ 3.04 .... 0.90 ............ 3.29 .... 0.88 4.08 .... 0.82 ........ 3.90 .... 0.97 ........ 4.31 .... 0.76 ........... 4.01† ... 0.93 3.96 .... 0.81 ........ 3.83 .... 1.01 ........ 3.66 .... 1.24 ............ 3.89 .... 1.00

4.44 .... 0.75 ........ 4.29 .... 0.87 ........ 4.17 .... 0.93 ............ 4.32 .... 0.83 3.29 .... 0.83 ........ 3.17 .... 0.91 ........ 2.93 .... 0.86 ............ 3.12 .... 0.84 3.77 .... 0.85 ........ 3.74 .... 0.92 ........ 3.95 .... 0.97 ............ 3.84 .... 0.92 2.98 .... 0.97 ........ 3.20 .... 1.03 ........ 2.88 .... 1.19 ............ 3.09 .... 1.08 3.05 .... 1.11 ........ 3.58 .... 1.03 ........ 3.33 .... 1.14 ............ 3.33 .... 1.07 3.93 .... 1.10 ........ 4.11 .... 0.83 ........ 4.04 .... 0.90 ............ 4.01 .... 0.96

2.89 .... 0.96 ........ 2.77 .... 0.92 ........ 2.57 .... 0.86 ............ 2.75 .... 0.91 2.01 .... 0.96 ........ 2.20 .... 0.90 ........ 2.45 .... 1.06 ............ 2.15 .... 0.91 4.08 .... 0.86 ........ 4.03 .... 0.88 ........ 3.81 .... 0.84 ............ 4.01 .... 0.85

4.05 .... 0.92 ........ 4.21 .... 0.79 ........ 3.95 .... 0.79 ............ 4.10 .... 0.82

4.26 .... 0.72 ........ 4.17 .... 0.61 ........ 4.06 .... 0.86 ............ 4.18 .... 0.74 3.62 .... 1.10 ........ 3.93 .... 0.90 ........ 3.04 .... 0.93 ........... 3.62† ... 0.99 2.59 .... 1.09 ........ 2.72 .... 1.17 ........ 2.95 .... 1.16 ............ 2.80 .... 1.12

2.87 .... 1.17 ........ 2.95 .... 1.17 ........ 3.34 .... 0.99 ........... 2.96† ... 1.09 2.91 .... 0.92 ........ 2.90 .... 0.84 ........ 2.93 .... 0.91 ............ 2.90 .... 0.88

3.26 .... 0.99 ........ 3.40 .... 0.85 ........ 3.02 .... 0.96 ............ 3.21 .... 0.92 3.17 .... 1.07 ........ 3.17 .... 1.00 ........ 3.08 .... 0.99 ............ 3.22 .... 1.01

3.78 .... 1.01 ........ 3.87 .... 0.83 ........ 3.35 .... 0.93 ........... 3.71† ... 0.90 3.34 .... 1.10 ........ 3.46 .... 1.08 ........ 4.25 .... 1.01 ........... 3.53† ... 1.12

3.87 .... 0.93 ........ 4.03 .... 0.72 ........ 4.06 .... 0.91 ............ 3.94 .... 0.88

3.37 .... 1.07 ........ 2.87 .... 1.13 ........ 2.95 .... 0.95 ........... 3.11† ... 1.07

3.12 .... 0.88 ........ 3.41 .... 0.84 ........ 3.33 .... 0.95 ............ 3.38 .... 1.60

GRAND MEAN ............................................................................ 3.42 .... 0.30 ........ 3.46 .... 0.23 ........ 3.49 .... 0.26 ........ 3.42 .... 0.30 ............ 3.46 .... 0.27 N=202 * SD M †

18

1= Strongly disagree; 2=Disagree; 3= Somewhat agree; 4=Agree; 5=Strongly Agree Standard Deviation Mean Omnibus F value is significant at .05 level

Volume 13, Number 5

difficult for the hospitality

tion between hospitality

educators. The average

researchers and industry

number of industry maga-

professionals. If applied, these

zines read by educators is 5.2

concepts could attempt to

while this number is only 3.6

solve the majority of the

for hospitality journals.

problems presented in this

Hospitality educators and

article.

industry professionals need an easily accessible medium that

Recommendations

will summarize research

1.

Hospitality educators should

findings in a speedy way. The

be encouraged to disseminate

solution seems to be the

hospitality research findings

Internet.

in trade/industry publications


and conferences in concise 3.

Reasons for conducting

and plain language so that

research have been identified

industry professionals may

by hospitality educators as

use the findings in their

new knowledge, interest,

professional work.

tenure and promotion, lecture material, industry

2.

Table 8:

Effective ways of dissemination of research findings Effective way

Frequency *

%

Internet ................................... 23 ............ 62.1 Trade magazines ..................... 17 ............ 45.9 Industry publications .............. 13 ............ 35.1 Academic journals ................... 8 ............ 21.6 Association publications ......... 4 ............ 1.1 Research conferences .............. 2 ............ 0.5 Consulting ............................... 2 ............ 0.5 Special flyers ........................... 1 ............ 0.2 N=37 * Frequency: More than one dissemination way were reported

Trade publications might be

knowledge, business, and

included in some way for

company knowledge. How-

tenure and promotion. This

ever, analysis of the open-

could further encourage

ended questions suggests a

hospitality researchers to

pattern that the most fre-

choose research topics that

quent reason for conducting

are in direct interest of the

research may be for tenure

industry professionals. In

and promotion.

addition, the research

Table 9:

Ways of improving communication between hospitality researcher and industry professionals

findings might be reported in 4.

Hospitality educators indicated that the peer-review process does not guarantee the quality of research, yet offered no clear alternative. In

Way

language. In order to verify

Using simplified language ...... 65 ............ 79.3

the quality of trade magazine

Faculty internships .................. 62 ............ 75.6

articles, hospitality programs

Executive summaries in

either individually, or through

addition, hospitality educa-

Frequency *

%

trade magazines ................... 61 ............ 74.4

a common organization,

Doing applied research .......... 59 ............ 72.0

could empanel an article

Industry advisory boards ........ 52 ............ 63.4

review board to determine if

Trade Shows (i.e. NRA, IHMA) 43 ............ 52.4

the article and its underlying

Joint sponsorship .................... 35 ............ 42.7

scholarship meet accepted,

Industry forums ...................... 28 ............ 34.1

Hospitality educators agreed

peer-reviewed, and academic

Keep in touch with alums ....... 26 ............ 31.7

that using simplified lan-

rigor. This review board could

More seminars ........................ 19 ............ 23.2

guage, faculty internships,

meet twice a year to evaluate

CHRIE forums .......................... 13 ............ 15.9

executive summaries in trade

the articles, for example.

Newsletter articles .................. 12 ............ 14.6

tors support the idea that peer-reviewed articles should be a requirement for tenure and promotion. 5.

plain and understandable

magazines, having industry

Regional CHRIE chapter 3.

advisory boards, presenting in trade shows and keeping in touch with alums are effective ways to improve communica-


The peer-review process

meetings ............................... 9 ............ 11.0

should be revisited. The

Collaborative efforts ............... 8 ............ 9.8

process could be re-designed so that the turnaround time

N= 82

for article reviews is short-

19

ened. This would help close

addition, another study could be done with journal

the gap between the time of

and trade magazine publisher and journal editors.

completed production of a

4.

research to publishing the

Referen ces

results.

Dittman, A. D. (1995). Digging the well. The Cornell Hotel and Restaurant Administration Quarterly, 36, p. 3

Hospitality researchers could initiate the dialog between themselves and industry professionals to be able to diagnose the problems of the

Eder, W. R. & Umbreit, T. W. (1988). Hospitality research: Reassessing our strategy. The Cornell Hotel and Restaurant Administration Quarterly, 29, pp. 54-56. Jones, P. (1996). Managing hospitality innovation. The Cornell Hotel and Restaurant Quarterly, 37, pp. 86-90.

industry better and provide practical solutions through


research findings. In return,

Khan, A. M. & Olsen, D. M. (1988). An Overview of Research in Hospitality Education. The Cornell Hotel and Restaurant Quarterly, 29, pp. 51-55.

hospitality professionals could help fund the research studies. 5.

Hospitality educators could sponsor a medium such as an Internet website that could provide the industry professionals executive summaries of the research done on a continuing basis.

6.

Hospitality researchers need to participate in think-tanks with industry professionals at

Leslie, D. (1995). One more conference, one more paper. International Journal of Hospitality Management, 14, pp. 107110.

of Hospitality Management, 6, pp. 8996. Statistical Package for Social Sciences, 1998. Stutts, T. A. (1995). Viewpoint: Higher education in hospitality administration. International Journal of Contemporary Hospitality Management, 7, pp. ii-iii. Taylor, S. & Edgar, D. (1996). Hospitality research: the emperor’s new clothes. International Journal of Hospitality Management, 15, pp. 211-227. Webster’s Revised Unabridged Dictionary. (1999). [Online] URL: http:// www.dictionary.com/cgi-bin/ dict.pl?db=web1913&term=Research&config =define

Malley, M. (1997). Research key to shaping legislative policy. Hotel and Motel Management, 212, p. 8 Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd. Ed.). Newbury Park, CA: Sage. Schaffer, J. (August, 1984) A critical analysis of research in the food-service industry: Implications for educators and practitioners. Proceedings of the 38th Annual Conference of the Council on Hotel, Restaurant, and Institutional Education, pp. 68-73

local, regional, national, and international levels so that the future trends many be identified before they become reality. Necessary research for future trends, then, may be expanded and coordinated.

Future Research

Schimdgall, R. S. Woods, R. H. & Rutherford, D. G. (1996). Journal and periodical usefulness: As rated by hospitality faculty members. The Cornell Hotel and Restaurant Administration Quarterly, 37, pp. 4755. Sheldon, J. P., Liu, C. J. & Gee, Y. C. (1987). The status of research in the lodging industry. International Journal

The most logical further step of this study is to replicate it with hospitality professionals. After gaining their insight, compare the results with those reported in this article. In

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